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Guided by social constructivist ideas and Dewey’s reflective framework, the model covers goal setting, team formation, exploration, collaborative practice, reflection, integration, and feedback. 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All Rights Reserved.  \nConstruct an instructional approach based on collaborative learning and reflective learning for enhance students’ analytical thinking and critical thinking skills  \nRui Guo 1+  \n Nirat Jantharajit2  \n Phichittra Thongpanit3  \n1,2,3Faculty of Education, Nakhon Phanom University, Thailand.  \n1Email:  [670811175@qq.com](670811175@qq.com)  \n2Email: [n20jann@hotmail.com](n20jann@hotmail.com)  \n[3](3Email: Phichittra@npu.ac.th)[Email:](3Email: Phichittra@npu.ac.th)[ ](3Email: Phichittra@npu.ac.th)[Phichittra@npu.ac.th](3Email: Phichittra@npu.ac.th)  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 15 July 2024  \nRevised: 28 August 2024  \nAccepted: 13 September 2024  \nPublished: 1 October 2024  \nKeywords  \nAnalytical thinking skill Collaborative learning Critical thinking Instructional approach Reflective learning.  \nIn the context of rapid globalization and digitalization, the development of students'critical and analytical thinking skills is increasingly prioritized in education. This study aims to address the gap in instructional models by designing an eight-step instructional model that integrates collaborative and reflective learning strategies to enhance these essential skills. Drawing on social constructivist theories and Dewey's reflective thinking framework, the research develops a comprehensive model that includes phases such as goal setting, team formation, exploration, collaborative practice, reflection, integration, and feedback. The findings suggest that this model significantly improves students' analytical and critical thinking abilities by promoting structured collaboration and intentional reflection. Through diverse group interactions and continuous selfassessment, students achieve a deeper understanding and critical analysis. The model's iterative feedback mechanisms also contribute to sustained improvements in student learning outcomes. This study introduces an original instructional model that theoretically supports the enhancement of analytical and critical thinking skills through a systematic integration of collaborative and reflective learning, offering practical implications for educators seeking to foster these higher-order thinking skills in students.  \nContribution/ Originality: This study's originality lies in the development of an eight-step instructional model that uniquely integrates collaborative and reflective learning strategies, offering a systematic approach to enhancing students' analytical and critical thinking skills. Unlike previous models, this approach emphasizes iterative feedback loops and diverse group interactions for sustained improvement.  \n1. INTRODUCTION  \nIn an era of rapid globalization, digitalization, and the emphasis on developing critical and analytical thinking among students, education has prioritized these aspects. These higher-order thinking skills form the foundation of academic achievement and are essential for students' future careers and life experiences (Facione, 2011) . Therefore, both educators and researchers conduct studies on teaching strategies to facilitate learning activities that require these critical abilities. Collaborative learning and reflective learning, widely recognized approaches to learning by researchers, are considered among the most effective methods.  \nCollaborative learning is an instructional method where students work together through cooperation and dialogue. Group inquiry also enhances students' ability to think critically as they gain diverse perspectives (Johnson, Johnson, & Smith, 2014) . In addition to being an effective academic tool, group learning allows students  \nto view collaboration from a different perspective, forge new friendships, and demonstrate their teamwork skills (Gillies, 2016) . Students engage in questioning, arguing, and discussions","cbCaieckvstmWUWU","https://ap.wps.com/l/cbCaieckvstmWUWU","pdf",267796,11,"English","# Abstract\n# Article History\n# Keywords\n# Introduction\n# Literature Review\n## Collaborative Learning\n## Reflective Learning","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"To address gaps in instructional models by designing an eight-step approach that integrates collaborative and reflective learning to enhance students’ analytical and critical thinking skills.\"},{\"question\":\"Which learning theories guide the instructional model?\",\"answer\":\"The model draws on social constructivist theories and Dewey’s reflective thinking framework.\"},{\"question\":\"How does the eight-step model work at a high level?\",\"answer\":\"It progresses through phases including goal setting, team formation, exploration, collaborative practice, reflection, integration, and feedback, supported by iterative improvement cycles.\"}]","Asian Journal of Contemporary Education - Article - Instructional Model for Collaborative and Reflective Learning | PDF",1792073708,28]